In my school we have the reading series Treasures. Inside our reading curriculum the writing curriculum is intertwined. We teach the students how to write cursive as well. In the writing pieces we use graphic organizers to organize thoughts. We brainstorm ideas as to what the topics will be about. We following the writers workshop process, brainstorming, rough draft, editing, proofing and final product. Along the way we have a language arts hand book that the students can use to reference the various mechanics that we are teaching them. We teach students about mechanics going into sentences like capitalization and ending punctuation. We teach students how to write the different kinds of sentences. We also teach them what adverbs, complete sentences and incomplete sentences are. We take one week and focus on one of those mechanic skills. We also take one week and discuss how to write a certain paragraph whether it’s a summary, compare and contrast paragraph, narrative, etc. I obviously explain what each of those mean and give my own example. I have them turn in their work so I can see what concept they are grasping each week and what concepts they aren't so I know what to focus on with them. When it comes to spelling with my students I tell them at the rough draft stages to stretch and sound out their words and write them as they hear them. When it comes to the final draft stages I will either write them correctly above the word or have them look it up in the dictionary.
The Literature:
SPELLING COUNTS.
Authors: Gentry, J. Richard Instructor, May/Jun 2007, Vol. 116 Issue 7, p39-41, 3p
Spelling is directly related to reading and writing fluency. The more fluency they have with spelling the students is more apt to put meaning behind their words and writing.
When responding to parents who think computers have made spelling unnecessary simply tell parents that the real computer is inside the students brain. By being able to recognize the right way to spell a word you are becoming more fluent. Good spelling instruction should be research based curriculum study by the teacher. The teacher should be pointing out the various spelling patterns for the week.
Writing Program(s): Write Source
Author: Natalie Starr
The Program:
In my school we have several different writing options for the third grade. We use our reading series Imagine It! and the Language Arts curriculum Write Source. With imagine it! there are several activities in each unit that incorporates writing. Each week there is a certain skill that the students will focus on. The students also have their reading skills book that engages the students in writing skills, such as different types of writing, the writing process, and writing grammar skills. Along with this series, we also use our Language Arts series Write Source. Write Source focuses more on conventions, and grammar. This has been a wonderful tool for student to learn how to write complete and correct paragraphs. The lessons review mechanics, capitalization, and correct punctuation marks.
Every day we go over writing skills, but we also teach the students how to write a full narrative and expository stories. In Florida, 4th grade is expected to take the Florida Writes, which is a 5 paragraph paper based on a narrative or expository topic. So we start our 3rd graders right from the start how to write a good paper. The students are assessed on this once a month, where they receive 45 minutes to write a story on their topic. This is to help prepare them for 4th grade, Florida Writes.
The Literature:
Write Source, is a wonderful curriculum that helps students with proper grammar, mechanics, and writing. This curriculum was made from teachers and writers for students in a K-12 setting. The books and workbooks, offer wonderful lessons and tools to help students become better writers. The website also provides writing topics, student models, and different writing styles, all per grade level.
Reading Street is strong on vocabulary and has two types. This first is tested vocabulary. In primary grades, they are sight words, in upper grades they are typical vocabulary words students need to know meanings of, synonyms, antonyms of etc. The other type, in all grades, is oral vocabulary. It is not tested or used for any skill (such as synonyms/antonyms, multiple meanings, etc.) just good words you come across when reading the selection that you should be familiar with. These words are words that students should have some idea of understanding but not able to dissect yet. This all goes along with Isabel Beck's work.
Spelling is part of Reading Street and the students in grades 1-5 have words they are tested on each week and they follow a phonetic rule, such long u silent e words, or au words, etc.
Writing is a hybrid of several things. We use some of the things presented in the Reading Street writing section (which does lend itself to 6 Traits of Writing). We also use some things from the 6 Traits of Writing mini-lessons we were trained in by Louise Cleveland a couple of years back. Some are interest prompts the teachers develop using the data from interest inventories they give to students and parents to fill out. Finally, some are PSSA type prompts we have students practice throughout the year. These prompts have specified criteria that the students will be scored on and they need to be provided with practice to complete these correctly.
The Literature
Six Traits of Writing Model
The Six Traits model emphasizes six key aspects of writing: ideas and content, organization, voice, word choice, sentence fluency, and conventions. Ideas and content is the students having something to say. It is also said clearly. Organization is the writing having a beginning, middle, and end. This may include supporting main ideas with details, sticking to the topic, and making clear transitions from one point to another. The student’s voice should express ideas well. Spelling does not count. Word choice shows the writer’s meaning with precise words and specific, memorable details. Sentence fluency allows the reader to easily read the work aloud. Conventions include correct spelling, capitalization, punctuation, and grammar. It also includes sentence and paragraph construction.
Reference: Gillet, J. W.; Temple, C.; Crawford, A. (2008). Assessing Spelling and Writing. Boston, MA. Allyn & Bacon, Inc.
Isabel Beck’s The Tier Model for Vocabulary
The Tier Model for vocabulary consists of three tiers that all vocabulary words could be sorted into. Tier one are basic vocabulary that are easily decodable and already familiar. Since students are already familiar with them, they can connect the words with prior knowledge. Tier two words are words that are high frequency words used by “mature” speakers and writers. They play a large role in verbal functioning across a variety of content areas. Tier three words are low frequency words. They are specific to content areas. Teachers use direct instruction when need arises.
Back and her colleagues also highlight effective vocabulary instruction. The team highlights five “best practices” for instruction: wide reading, high-quality oral language, word consciousness, direct teaching of specific words, and teaching and modeling independent word learning strategies.
They try to steer teacher away from using dictionaries as a source of instruction for students. Beck believes that if students do not have a foundation of understanding then using a dictionary may confuse a student more. Other least effective strategies include copying definitions, writing sentences, and memorizing definitions.
Reference: Beck, I.; McKeown, M. G.; & Kucan, L. (2002). Bringing Words to Life: RobustVocabulary Instruction. New York, NY. The Guilford Press.
Reading Program: Read Naturally
Charlotte Lockhart Phonics Program
Writing Program(s): Six Traits of Writing
Author: Michaela Puffer
The Program:
The school where I am conducting my tutoring sessions does not have a formal writing program or writing curriculum. The teachers have the autonomy to pick and choose from a variety of sources to supplement their reading programs in writing instruction. They do utilize the Read Naturally reading program, which contains some writing elements. I am told that this is considered an intervention program. However, I have seen it done as a whole group method of instruction. They also utilize the Charlotte Lockhart Phonics program, which also contains some writing elements. In addition to these programs, the teachers supplement their writing instruction through a variety of methods.
The Literature:
The method of writing instruction I am choosing as a best practice in writing instruction is the 6+1 Trait Writing program. I have quite a lot of experience with this writing program, as it is what my former school used school-wide as our main writing curriculum. It was simply called the 6 Traits of Writing, but the program has since added an extra trait. Thus, the program is now called the 6+1 Trait Writing program. We had a lot of success with this program in our elementary school. We would work with the different teachers to determine which trait we would focus on at each grade level, and the depth at which we would teach the trait. We used each grade as a stepping stone to build their writing skills. Each teacher knew what their students would be expected to be able to write when they left that grade and moved up to the next.
The 6+1 Trait Writing Program traits are as follows: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. Some schools do not necessarily utilize all seven of the traits, and simply pick and choose what they want to implement at their school or classroom. Once teachers become adept at knowing and teaching the traits, the link between the traits and writing success become very evident. The writing program contains rubrics for each trait, making the assessment part of this program very easy for classroom implementation. This program can be used all or in parts to help children become successful writers.
The school at which I am currently employed uses the writing component which is present in our current ELA component in that of Storytown. Storytown is a research based curriculum that teaches many skills in through the development of reading and language arts. The teachers are able to pick from a variety of resources that are available with the program such as, workbooks, graphic organizers, and writing prompt cards. The writing is usually taught in a whole group format, and is also done during small group rotations with a teacher.
The Literature:
I choose writer’s workshop as a best practice in writing instruction because a lot of the writing at my school is done often in small groups, and the students tend to do better using this method. Writer’s workshop is used to teach children the steps in the writing process, and helps them become better writer’s, editor’s, and publisher’s. Writer’s Workshop is a time for students to think, plan, compose, revise, edit, converse, and share their writing on a daily basis.
Writer’s Workshop:
üis a time for students to practice what good writers do, without editing and publishing every piece.
üis a time to involve students in authentic writing experiences that focus on the strengths and needs of each individual student.
üincludes a well-planned mini-lesson that could be taught through a modeled, shared, or interactive writing lesson or a reading experience.
Mini-lessons address author’s craft, conventions (grammar and editing) and writing routines.
üis structured around the writing process that includes the 6+1 Traits of writing.
üincludes a time for independent writing. Students choose topics and genres with guidance, as needed, from the teacher.
üincludes the five modes of writing (narrative, expository, descriptive, persuasive, and creative) and a variety of genres.
ümust end with a 5-10 minute sharing time.
üis a time during which the teacher’s role shifts from one of initiating, modeling, and guiding to one of providing, observing, acknowledging, and responding through conferring during the daily block.
üincludes a time when teachers are meeting with a student or groups of students, to scaffold their writing and to guide the sharing at the end of each workshop session.
üis rigorous and challenging, with clear expectations for students’ accomplishments.
üis a time for writers to learn how to work together as a community, supporting one another, as well as pursuing individual writing goals.
üis a time for writers to write about, think about, talk about, and respond to things in which they are genuinely interested.
üis a time when students are actively engaged in writing individually, in pairs, or as a whole group.
üis a time for writers to take responsibility for their learning.
Best Practices: Writing Programs
Writing Program(s): Writer's Workshop
Author: Katherine Miller
The Program:
In my school we have the reading series Treasures. Inside our reading curriculum the writing curriculum is intertwined. We teach the students how to write cursive as well. In the writing pieces we use graphic organizers to organize thoughts. We brainstorm ideas as to what the topics will be about. We following the writers workshop process, brainstorming, rough draft, editing, proofing and final product. Along the way we have a language arts hand book that the students can use to reference the various mechanics that we are teaching them. We teach students about mechanics going into sentences like capitalization and ending punctuation. We teach students how to write the different kinds of sentences. We also teach them what adverbs, complete sentences and incomplete sentences are. We take one week and focus on one of those mechanic skills. We also take one week and discuss how to write a certain paragraph whether it’s a summary, compare and contrast paragraph, narrative, etc. I obviously explain what each of those mean and give my own example. I have them turn in their work so I can see what concept they are grasping each week and what concepts they aren't so I know what to focus on with them. When it comes to spelling with my students I tell them at the rough draft stages to stretch and sound out their words and write them as they hear them. When it comes to the final draft stages I will either write them correctly above the word or have them look it up in the dictionary.
The Literature:
SPELLING COUNTS.
Authors: Gentry, J. Richard Instructor, May/Jun 2007, Vol. 116 Issue 7, p39-41, 3p
Spelling is directly related to reading and writing fluency. The more fluency they have with spelling the students is more apt to put meaning behind their words and writing.
When responding to parents who think computers have made spelling unnecessary simply tell parents that the real computer is inside the students brain. By being able to recognize the right way to spell a word you are becoming more fluent. Good spelling instruction should be research based curriculum study by the teacher. The teacher should be pointing out the various spelling patterns for the week.
Author: Natalie Starr
The Program:
In my school we have several different writing options for the third grade. We use our reading series Imagine It! and the Language Arts curriculum Write Source. With imagine it! there are several activities in each unit that incorporates writing. Each week there is a certain skill that the students will focus on. The students also have their reading skills book that engages the students in writing skills, such as different types of writing, the writing process, and writing grammar skills. Along with this series, we also use our Language Arts series Write Source. Write Source focuses more on conventions, and grammar. This has been a wonderful tool for student to learn how to write complete and correct paragraphs. The lessons review mechanics, capitalization, and correct punctuation marks.
Every day we go over writing skills, but we also teach the students how to write a full narrative and expository stories. In Florida, 4th grade is expected to take the Florida Writes, which is a 5 paragraph paper based on a narrative or expository topic. So we start our 3rd graders right from the start how to write a good paper. The students are assessed on this once a month, where they receive 45 minutes to write a story on their topic. This is to help prepare them for 4th grade, Florida Writes.
The Literature:
Write Source, is a wonderful curriculum that helps students with proper grammar, mechanics, and writing. This curriculum was made from teachers and writers for students in a K-12 setting. The books and workbooks, offer wonderful lessons and tools to help students become better writers. The website also provides writing topics, student models, and different writing styles, all per grade level.
Write Source (2012) Write Source grade 3. Retrieved from http://www.thewritesource.com/books/textbooks/write_source_3/
Reading Program: Reading Street
Writing Program(s): Six Traits of Writing
Author: Nicole Farrell
The Program:
Reading Street is strong on vocabulary and has two types. This first is tested vocabulary. In primary grades, they are sight words, in upper grades they are typical vocabulary words students need to know meanings of, synonyms, antonyms of etc. The other type, in all grades, is oral vocabulary. It is not tested or used for any skill (such as synonyms/antonyms, multiple meanings, etc.) just good words you come across when reading the selection that you should be familiar with. These words are words that students should have some idea of understanding but not able to dissect yet. This all goes along with Isabel Beck's work.
Spelling is part of Reading Street and the students in grades 1-5 have words they are tested on each week and they follow a phonetic rule, such long u silent e words, or au words, etc.
Writing is a hybrid of several things. We use some of the things presented in the Reading Street writing section (which does lend itself to 6 Traits of Writing). We also use some things from the 6 Traits of Writing mini-lessons we were trained in by Louise Cleveland a couple of years back. Some are interest prompts the teachers develop using the data from interest inventories they give to students and parents to fill out. Finally, some are PSSA type prompts we have students practice throughout the year. These prompts have specified criteria that the students will be scored on and they need to be provided with practice to complete these correctly.
The Literature
Six Traits of Writing Model
The Six Traits model emphasizes six key aspects of writing: ideas and content, organization, voice, word choice, sentence fluency, and conventions. Ideas and content is the students having something to say. It is also said clearly. Organization is the writing having a beginning, middle, and end. This may include supporting main ideas with details, sticking to the topic, and making clear transitions from one point to another. The student’s voice should express ideas well. Spelling does not count. Word choice shows the writer’s meaning with precise words and specific, memorable details. Sentence fluency allows the reader to easily read the work aloud. Conventions include correct spelling, capitalization, punctuation, and grammar. It also includes sentence and paragraph construction.
Reference: Gillet, J. W.; Temple, C.; Crawford, A. (2008). Assessing Spelling and Writing. Boston, MA. Allyn & Bacon, Inc.
Isabel Beck’s The Tier Model for Vocabulary
The Tier Model for vocabulary consists of three tiers that all vocabulary words could be sorted into. Tier one are basic vocabulary that are easily decodable and already familiar. Since students are already familiar with them, they can connect the words with prior knowledge. Tier two words are words that are high frequency words used by “mature” speakers and writers. They play a large role in verbal functioning across a variety of content areas. Tier three words are low frequency words. They are specific to content areas. Teachers use direct instruction when need arises.
Back and her colleagues also highlight effective vocabulary instruction. The team highlights five “best practices” for instruction: wide reading, high-quality oral language, word consciousness, direct teaching of specific words, and teaching and modeling independent word learning strategies.
They try to steer teacher away from using dictionaries as a source of instruction for students. Beck believes that if students do not have a foundation of understanding then using a dictionary may confuse a student more. Other least effective strategies include copying definitions, writing sentences, and memorizing definitions.
Reference: Beck, I.; McKeown, M. G.; & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York, NY. The Guilford Press.
Charlotte Lockhart Phonics Program
Writing Program(s): Six Traits of Writing
Author: Michaela Puffer
The Program:
The school where I am conducting my tutoring sessions does not have a formal writing program or writing curriculum. The teachers have the autonomy to pick and choose from a variety of sources to supplement their reading programs in writing instruction. They do utilize the Read Naturally reading program, which contains some writing elements. I am told that this is considered an intervention program. However, I have seen it done as a whole group method of instruction. They also utilize the Charlotte Lockhart Phonics program, which also contains some writing elements. In addition to these programs, the teachers supplement their writing instruction through a variety of methods.
The Literature:
The method of writing instruction I am choosing as a best practice in writing instruction is the 6+1 Trait Writing program. I have quite a lot of experience with this writing program, as it is what my former school used school-wide as our main writing curriculum. It was simply called the 6 Traits of Writing, but the program has since added an extra trait. Thus, the program is now called the 6+1 Trait Writing program. We had a lot of success with this program in our elementary school. We would work with the different teachers to determine which trait we would focus on at each grade level, and the depth at which we would teach the trait. We used each grade as a stepping stone to build their writing skills. Each teacher knew what their students would be expected to be able to write when they left that grade and moved up to the next.
The 6+1 Trait Writing Program traits are as follows: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. Some schools do not necessarily utilize all seven of the traits, and simply pick and choose what they want to implement at their school or classroom. Once teachers become adept at knowing and teaching the traits, the link between the traits and writing success become very evident. The writing program contains rubrics for each trait, making the assessment part of this program very easy for classroom implementation. This program can be used all or in parts to help children become successful writers.
Reference:
Education Northwest. (2012). About 6+1 Trait Writing. Retrieved from http://educationnorthwest.org//resource/949
Writing Program(s): Storytown
Author: Samaria Tisby
The Program:
The school at which I am currently employed uses the writing component which is present in our current ELA component in that of Storytown. Storytown is a research based curriculum that teaches many skills in through the development of reading and language arts. The teachers are able to pick from a variety of resources that are available with the program such as, workbooks, graphic organizers, and writing prompt cards. The writing is usually taught in a whole group format, and is also done during small group rotations with a teacher.
The Literature:
I choose writer’s workshop as a best practice in writing instruction because a lot of the writing at my school is done often in small groups, and the students tend to do better using this method. Writer’s workshop is used to teach children the steps in the writing process, and helps them become better writer’s, editor’s, and publisher’s. Writer’s Workshop is a time for students to think, plan, compose, revise, edit, converse, and share their writing on a daily basis.
Writer’s Workshop:
ü is a time for students to practice what good writers do, without editing and publishing every piece.
ü is a time to involve students in authentic writing experiences that focus on the strengths and needs of each individual student.
ü includes a well-planned mini-lesson that could be taught through a modeled, shared, or interactive writing lesson or a reading experience.
Mini-lessons address author’s craft, conventions (grammar and editing) and writing routines.
ü is structured around the writing process that includes the 6+1 Traits of writing.
ü includes a time for independent writing. Students choose topics and genres with guidance, as needed, from the teacher.
ü includes the five modes of writing (narrative, expository, descriptive, persuasive, and creative) and a variety of genres.
ü must end with a 5-10 minute sharing time.
ü is a time during which the teacher’s role shifts from one of initiating, modeling, and guiding to one of providing, observing, acknowledging, and responding through conferring during the daily block.
ü includes a time when teachers are meeting with a student or groups of students, to scaffold their writing and to guide the sharing at the end of each workshop session.
ü is rigorous and challenging, with clear expectations for students’ accomplishments.
ü is a time for writers to learn how to work together as a community, supporting one another, as well as pursuing individual writing goals.
ü is a time for writers to write about, think about, talk about, and respond to things in which they are genuinely interested.
ü is a time when students are actively engaged in writing individually, in pairs, or as a whole group.
ü is a time for writers to take responsibility for their learning.
Retrieved from: http://www.hcschools.org/literacy/WritersWorkshop.htm